Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 21 · 2026-10-27

IELTS Writing Task 1 question

The diagram below shows how one type of desert, known as a rain-shadow desert, is formed.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

The formation of rain-shadow deserts

Student answer (Band 5.5)

The diagram illustates the information about how rain-shadow deserts are formed. These is one type of desert.

Overall, These process contains seven steps that start with sea wind then it goes into moutain and it reaced at desert and that's how rain-desert formation look like.

It is start with sea winds approach to the coast and it is pushed upward to the mountains. It is going toward windward side of mountains and convert into the moist air and then cools the sir and that air convert into the couds form and it is reached at top of the mouthain and rain falls into the mountains.

Moreover, In the top of mountains wind turn into dry air and move toward to leeward side of mountains it countines over the mountains and finally that dry wind travel over thouands of kilometers and reached inland areas and finally these process is formating rain-shadow desert.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

You cover the main sequence from coastal winds to the inland rain-shadow desert, and your overview identifies the seven stages and the overall movement across the mountains. The account also includes the key change from moist air and rainfall on the windward side to dry air on the leeward side. Some details, however, are unclear or imprecise: “convert into the moist air” reverses the process, since the air is already moist before it rises and cools, and “rain falls into the mountains” does not clearly describe precipitation on the windward side. The final stage is reported, but the explanation of how the dry air creates the desert is brief. Clarifying these stages and their relationship would make the summary more complete.

Coherence and Cohesion: Band 6.0

The response has a recognisable structure: an introduction, an overview, and two paragraphs describing the stages. The sequence is generally easy to follow, with markers such as “Overall,” “Moreover,” and “finally” helping the reader track the process. However, some links are mechanical or unclear, and several ideas are joined in long chains with “and,” particularly in the third paragraph. References such as “it” and “that air” do not always make clear whether you mean the wind, moist air, or clouds. Use shorter stage-focused sentences and clearer references—for example, “As the moist air rises, it cools and forms clouds”—to improve progression and cohesion.

Lexical Resource: Band 5.5

You use relevant process vocabulary, including “coast,” “windward side,” “leeward side,” “dry air,” and “inland areas,” which helps communicate the diagram’s main features. There is also an attempt to use more specific terms such as “rain-shadow desert.” However, spelling errors and inaccurate word choices sometimes reduce precision: “illustates,” “moutain,” “couds,” and “thouands” are examples, while “convert into” is not a natural way to describe air cooling or cloud formation. Some phrases, including “rain-desert formation,” are also unclear. Build accuracy by checking spelling and learning collocations for process descriptions, such as “rise,” “cool,” “form clouds,” and “continue inland.”

Grammatical Range and Accuracy: Band 5.0

You attempt both simple and more extended sentences, and the overall sequence can usually be understood. However, control of sentence structure and verb forms is uneven. For example, “These is one type” has an agreement error, while “It is start with” and “it countines” use incorrect verb forms. Several clauses are joined without clear grammatical structure, as in “it is reached at top of the mouthain and rain falls,” making the relationship between stages difficult to follow. Articles and prepositions are also sometimes missing or awkward, as in “at top of mountains.” Practise accurate present-simple process sentences and vary them with subordinate clauses, while checking agreement, articles, and punctuation.

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